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About pgr

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    Hive Mind Level 5 Worker: Forager Bee
  1. Thank you so much for all the replies! I'm sorry to have disappeared - had a bit of a health crisis... Ruth, I'm definitely a "classical unschooler"! It seems documentation and accompanying explanation are everything. Thank you all so very much for the input!
  2. Thank you for this input! (And I'm honored that this is your first post! 😄) My hesitation is that the fast pace of the online courses (my subjective impression based on comments from others) will be too much for our schedule - we've already committed to two online courses (and all three have dance class several times a week) - and her personality. While she's very strong in math, and we've considered it, I think this is the one subject that outside scoring would cause enough stress to be counterproductive. Still, it's worth considering - thank you.
  3. Thank you! I think part of my problem is that, other than science (which will be with WHA), we won't be using anything that has built-in assignments/tests/etc. We're planning for reading and discussion in History, and Literature/Language arts corresponding with the historical time-period she's studying. Naturally, she will write essays, and it seems that is all that I'll be grading?... AOPS does not have tests and she tends to make a lot of sloppy mistakes on the first work through of a chapter, with few remaining questions or mistakes after re-working incorrect answers. So an A with mastery if she continues with the same pattern? Spanish is with Duolingo.
  4. Thank you both! All that makes sense. I'll have to figure out how to grade AOPS; I'm certainly not the first one using it for HS! 😛
  5. Ok, please help. Even after reading the “motherload” high school help posts and searching extensively, I’m still completely flummoxed by grading. I’ve not given grades until now, but have done annual testing. DD13 is very motivated by external evaluation (and currently taking one online course that is graded), perhaps too much. With the necessity for grading and transcripts in HS, I’d prefer to give just semester grades to keep her focus on mastery of the material, and not the grade. That seems doable? What about essays in Language Arts and History? We've been doing outlining and written narrations thus far, and I plan for more analysis. At the same time, I can’t wrap my head around how to actually grade if there aren’t quizzes/tests/etc. For example, she’s currently working through AOPS. She tends to be very distractible and can make a lot of careless mistakes. However, we check all the problems, and she goes back and corrects and/or works through the answer book if she doesn’t see what she’s done incorrectly. We don’t move forward until we’re both confident she got it. How do I assign a grade? If it’s for first check, initial number correct, it would often be a “C”. But overall she’s gifted and advanced in math, and mastery is very high. Her IOWA test scores are also consistently high. Other than trying to help her focus to avoid sloppy miscalculations in math specifically, which is really not the question, how does one give a grade overall mastery and understanding in any subject? Wouldn’t the student end up with all “A”s? I don't know why I find it all so confusing, but I just can't figure out a system.... Halp?!
  6. Thank you for asking this question; I feel like I'm in the same spot with my DS. My older DD was able to easily transition from SM5B to AOPS PA (with JA on the side as an occasional "supplement" or to reinforce what she was learning), but she's very mathy. If it might be helpful, my current plan is to go the route of Jousting Armadillos (which is based on Jacobs, if I understand correctly?) and some BA for the remainder of the school year (he just completed SM5B two days ago 😉 ). I have been going back and forth and back and forth and back again with MM6. It seems the new, CC aligned MM6 scope and sequence overlaps quite a bit with SM5, even though the end of year MM5 eval was pretty easy for him, and MM6 end of year eval was over his head in quite a few spots - which makes me think jumping to MM7 would be too much of a leap, perhaps? SM was an excellent for our kids, I agree the older grade alternatives that are based on the Singapore method don't seem to be as good a fit - i.e. Dimensions, or even MIF. Ack.
  7. Thank you everyone! And I had no idea one could close the chat bar... which obviously makes sense. ?
  8. I agree that 8th was hard to figure out somehow! Here's our lineup: LA: WWS (with some selected parts of Killgallon and W&R), Vocab from Classical Roots, Sentence Diagramming, LOTS of reading, poetry, and Shakespeare on the side ? Math: AOPS History: SWB's The History of the Medieval World (& listening in to SOTW2) Science: Earth Science/Novare (& listening in to Wile's Science in the Ancient World), Natural History/Nature Study co-op Latin: Schole Academy Latin I using Latin Alive (her first online course!) Spanish: DuoLingo Geography: homegrown studies in countries and cultures Typing: The Good and the Beautiful Extracurricular: Tap/Ballet/Jazz/Hip Hop, Field Hockey
  9. Thank you all! Jann, I agree about the need for student feedback and interaction. Maybe it was the sample videos we looked at - it seemed many were recorded at the beginning of a class, and it was difficult for her to focus on what the instructor was saying while the students were typing short comments (both in regard to what the instructor was saying, and to each other) non-stop into the chat box.
  10. Our DD is pretty distractible, and has gotten frustrated just looking at sample online classes that have an ever-running chat box. We were looking at WHA, WTMA, etc but she just had so much trouble focusing... She's signed up for CAP/Scholé Academy Latin, and I'm hoping that will work well for her. Planning forward, I can't find any other (at least well-known or well-liked) online courses that don't have the chat box. Obviously, she's having to learn to work with all types of learning situations, but this is her first exposure to online learning, and I'd like to consider other courses for her to get acquainted to the platform. Any thoughts? Thanks! ?
  11. Thank you so much for your comments! :) I'm always struggling to figure out how to balance constructive critiquing with encouragement.
  12. This is DD11 final project for WWS1, written completely independently from choosing the topic to completion of final product. I've given her some feedback, but I would love outside opinion for my own reference, please! She's my eldest, and I'm often unsure of where she stands... She does have all the direct quotes footnoted, but they're not copying here for me. Thank you!! BLOOD AND CIRCULATION Circulation is one of the most important processes in the human body. If it stops, you’re dead. It is as complex as anything, but also very simple. It all begins in the chest. When you breathe in, you breathe in oxygen, which your body needs in order to survive. But how does that oxygen get around your body? Well, that’s where circulation comes in. Once it is gets into the lungs via the nose or mouth, the oxygen hitches a ride on some red blood cells and zips along the pulmonary vein to the heart.(Note: the pulmonary vein is the only vein that carries oxygen. All of the others carry carbon dioxide. Similarly, the pulmonary artery is the only artery that carries carbon dioxide, and all of the others carry oxygen. Scientists call them that because arteries carry blood from the heart and veins carry blood to the heart.) “Inside, it [the heart] has four…chambers…each top chamber is called an atrium…each bottom chamber is called a ventricle.†At the beginning of its journey, the oxygenated blood (blood with oxygen) is pushed into the left atrium.“In each opening [between atrium and ventricle] …a valve…makes sure the blood flows in one direction.†Therefore, the blood now comes into the left ventricle, then shoots into the aorta, the body’s largest artery, and out of the heart. Then the blood traveles through the arteries and drops the oxygen off at different parts of the body. Now, because there is a set amount of blood in the body, that blood-also carrying lots of carbon dioxide (a poisonous gas)-needs to get back to the heart and the lungs. But how? At this point, the arteries start to get narrower. Soon, they get so narrow that they are not arteries anymore, but ridiculously tiny blood vessels called capillaries. Then the blood comes into these capillaries and travels along them until the blood vessel starts to get larger and becomes a teeny-tiny vein, but a vein nonetheless. Then it slips through the vein-which keeps getting bigger and bigger-until it gets back to the heart. At its destination, the deoxygenated blood comes into the right atrium through the vena cava veins first. Finally, it swoops into the right ventricle and back to the lungs through the pulmonary arteries, and you breathe out. This whole process takes place in less than a couple of seconds, maybe even less than one. And from the moment that you are born, to the moment you die, it never stops. Blood is very important in circulation. “Whole blood…delivers oxygen…; it removes carbon dioxide and cell waste…; it transports nutrients…; it carries hormones, medication, and enzymes…; it clots to preserve…blood…; it delivers antibodies and fights infections; and it helps regulate body temperature.†Some people feel faint at the sight or even the mention of blood, but there’s really nothing to get woozy about. Blood is truly fascinating. “There is an average of 4-5 liters of blood in an adult.†Since there is so little of this red liquid, the body works very hard to keep it inside. It does so with little cells called platelets. When you get a paper cut, or your sweet little puppy decides to nip you and punctures your skin, or the school bully trips you and you land on the sidewalk and scrape your knees and elbows, you start to bleed. Your body knows it has to save the rest of your blood from leaking out, it really does. But how does it do that? Once you start to bleed, the punctured blood vessel automatically narrows. Almost immediately, platelets swim over to the hole and stick there. “A special protein†called prothrombin also helps clog the wound, and soon you get a scab, which will eventually fall off by itself. Don’t try to peel it off! Platelets, like all other blood cells, “live†in one of the three layers of blood. Those three layers are plasma, red blood cells, and the buffy coat. Red blood cells (duh) contain red blood cells, the buffy coat contains platelets and white blood cells, and plasma contains everything else, like sugars, salts, and proteins. Now you know what platelets are, but what are those white and red blood cells? Red blood cells carry oxygen and carbon dioxide. They also carry a protein called hemoglobin, which they can’t carry the gases without. They are red, of course, and shaped like doughnuts, just without the holes. They are also flexible. There are billions-maybe trillions-of red blood cells in the body. In fact, “in one drop of blood, there are approximately…300 million RBCs [red blood cells].†That’s a lot! And all of them are basically the same, because there is only one type of red blood cell. White blood cells (WBCs) are a little more diverse, but there are much, much fewer of them. “For every 600 RBCs, there is one WBC.†There are tons of different types of WBCs, but they all do the same job. That is job is to protect your body from bacteria, viruses, and infections. When an invader like a flu virus comes into your body, a WBC comes over to it and chomps it up like a potato chip! Two types of WBCs, by the way, are called lymphocytes and leukocytes. Another type is called a natural killer cell. And finally, though some people find blood frightening, maybe even have nightmares about it, it’s truly a fascinating and vital liquid that all of us have inside our bodies, and nothing to be afraid of.
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